Thursday, June 21, 2012

(SRBIIIPI) Scientific, research-based interventions in integrated pronunciation instruction - 1

SRBI is a very catchy acronym in contemporary eduction. The 12 principles involved, which focus on system-wide design of instruction delivery, are listed on page 2 of the linked document. Very impressive sounding, especially the "scientific, research-based" qualifiers up front. So how can we be sure that we are doing SRBI in stepping in to provide feedback or correction during a speaking-oriented lesson? (The research in the field on effectiveness of such classroom interventions as "noticing," "focus on form," "uptake," "re-modeling"and a few others, especially in grammar-oriented instruction is inconclusive, at best--let alone suggestive of how to actually conduct such impromptu pronunciation interventions.)  In considering how to make such effective, on-the-spot, in process interventions in integrated pronunciation instruction, with a little of the usual "application by analogy" that happens regularly on this blog, that SRBI model is useful. Here are four relevant bullets. (Visualize this applying on a moment-by-moment basis in a conversation class, for example, where students have stumbled onto a pronunciation issue that really deserves attention immediately):

• The use of research-based, effective instructional strategies both within and across a variety of academic domains.
• Differentiation of instruction for all learners, including students performing above and below grade level expectations and English language learners (ELLs).
• Common assessments of all students that enable teachers to monitor academic and social progress, and identify those who are experiencing difficulty early.
• Early intervention for students experiencing academic and/or behavioral difficulties to prevent the development of more serious educational issues later on.

Clipart: Clker
Tomorrow's post will take those four bullets as a point of departure to consider what we might call "Experience-based pronunciation interventions," a few of the strategies (including haptic-integrated examples) that experienced instructors resort to on such occasions which address the problem, provide learners with a good anchor for remediation and practice--all without irreparably disrupting the overall flow of the class and the topic under discussion. Will, of course, invite your contributions to that discussion as well! 


Angelina Van Dyke said...

Intervening with pronunciation remediation during conversational flow in the classroom needs delicate handling. Generally students enjoy this, and the disruption is not usually irreparable. However, I sometimes feel like I'm policing when I intervene, which is not a nice feeling.

Bill Acton said...

Share w/us some of your best "policing" after tomorrow's post, please. Hmm . . . polite policing . . . I like that!

Bill Acton said...

PC . . . Polite correcting!
PC . . . Pronunciation correct-nice!
PC . . . Pleasing correctifying
PC . . . Phonological Conformity

Angelina Van Dyke said...

I think the best remediation I've done is with the "r" consonant in minimal pairs with "l". It gets quite "in your face" with me insisting that their tongues don't move on "r" and getting them to move their facial muscles (buccinators) back from a "u" position. That's what I have to offer today on "PC".

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